Abstract
Measurement topics, including perimeter and area, are basic to the competency domain of elementary teachers. This study examines solution strategies, used by elementary preservice teachers, to find the perimeter and area of a shaded geometric figure. Many of these preservice teachers incorrectly found the perimeter of the figure by the same method they used to find the area. Examination of incorrect strategies by preservice teachers provides an opportunity to investigate inadequacies in the mathematical backgrounds of these students as well as to make curriculum changes in teacher education programs.
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